1. Daily Lesson Plan
Name: Meagan Eppley Date: February 7 Grade/Period: 10th Grade, Period 3
School: MVHS Subject: English Language Arts
Planning: Using Knowledge of Students, Content & Assessment
Unit Theme/ Topic:
Nonfiction Literature: “In Cold Blood” by Truman
Capote
Essential Understanding:
-Students will analyze major characters from the novel
which will aid in the upcoming project
-As a class students will analyze and discuss the first
50pgs of the novel
Measurable LessonObjective:
Analyze characters of nonfiction
Analyze text and vocabulary structure and varying viewpoints
Standard (Common Core or Academic Content). Include all appropriate sub-categories.
OH.CC.RI.9-10.10 Range of Reading and level of Text Complexity
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10
complexity band independently and proficiently.
OH.CC.W.9-10.2 Text Types and Purposes
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
OH.CC.SL.9-10.1a Comprehension and Collaboration
Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
OH.CC.L.9-10.4C Vocabulary Acquisition and Use
Refer to Day 1 lesson plan
Academic Language:
This is new academic language and the terms are
mostly new to students.
Beneficence (n.)- active goodness or kindness;
charity; an act or gift that is kindly in purpose
Abstemious (adj.)-characterized by abstinence,
moderation, or temperance in eating, drinking, and
other aspects of life
Equanimity (n.)-mental or emotional stability or
composure; especially under tension or strain;
calmness
Reticent (adj.)-disposed to be silent or not speak
freely; reserved; reluctant or restrained
Ruminations (n.)-thoughts, meditations, musings, or
ponderings
Language Demand:
The language used in this lesson is new and the
student will be required to use it throughout the lesson
and unit when journaling, reading, and completing the
project.

2. Caustic (adj.)-severely critical or sarcastic
Cortege (n.)-a procession, especially a ceremonial one
Bravura (n.)-a display of daring; brilliant
performance
Purloined (v.)- to take dishonestly; steal
Prevarications (n.)-the act of lying or lies themselves
Context for Learning:
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. Examples are: English language learners, gifted
learners needing greater support or challenge, learners with IEPs, struggling readers, learners who are
underperforming or those with gaps in academic knowledge. Identify the learning needs represented in your
classroom and list the supports, accommodations, modifications, and/or pertinent IEP goals. There is one
student with a visual impairment and two students identified as having a learning disability and are on IEP’s.
Adjustments for these students will include extended time and personal help from the teacher.
Assessing StudentLearning
Examples of Pre-Assessment (if included in this specific lesson)
Description of pre-
assessment activity
As a class, discuss the
first 50 pages of “In Cold
Blood” that students were
to read for homework
Skill, goal, or objective
the assessment is
designed to measure
Are students capable of
comprehending the text
and analyzing the major
characters
Feedback to students
Verbal Feedback
How will data be used in
future planning?
If class discussion goes
well, this assessment will
be used in the future.
Examples of Formative assessments (MOSTlessons should include some type of formative assessment)
Description of
assessment activity
Students will work in
groups to create character
profiles for each of the
major characters in the
novel
Skill, goal, or objective
the assessment is
designed to measure
Can students work
together cohesively
Feedback to students
Verbal Feedback
How will data be used in
future planning?
If students work well
together and create
detailed analyses of major
characters this assessment
will be used in the future
Examples of Summative assessments (if included in this specific lesson)
Description of
assessment activity
Students will continue to
journal nightly based on
their reading. Optional
question prompts will be
given as a guide for
student’s journaling.
Skill, goal, or objective
the assessment is
designed to measure
Understanding of material
covered during class and
throughout the reading.
Feedback to students
Journals will be collected
after the first half of the
book is completed.
Written feedback will be
given and returned to
students the following
class day.
How will data be used in
future planning?
If student(s) journal
shows lack of sufficient
understanding for the
reading, an alternative
assignment may be
implemented for the
second half of the novel.

3. Assessment of Academic Language & Language Demand (ALL lessons)
Description of
assessment activity
Students will use correct
academic language when
giving vocabulary
definitions and when
completing nightly
journals.
Skill, goal, or objective
the assessment is
designed to measure
Students will be able to
use and understand
academic language
correctly during class
work and projects
Feedback to students
-Comprehension check
-Journal check at end of
week
-Body Biography Project
How will data be used in
future planning?
-Based on students
application and
understanding of
academic language, this
process will be used for
future planning.
Instruction: Delivering Effective Instruction
Choose instructional strategies, learning tasks, activities, and materials aligned with goals and appropriate to all
students, including diverse and exceptional learners. Recognize student variance (special needs, readiness
levels, experiences, exceptionalities, interests, etc.) and respond to that variance with “differentiated
instruction” rather than “one-size-fits-all” instruction. Consider differentiation of a) content/what you teach
(difficulty level, higher-level questions, etc.); b) process/how you teach (scaffolding, extensions, peer tutor,
etc.); c) product/how students show what they know (fewer problems, oral vs. written, extended time,
learning contracts, etc.).
Time
Learning
Activity
Differentiation
Strategies
Purpose
LESSON INTRODUCTION
Key Questions:
-Why do you believe Capote describes
the Clutter family’s last day in great
detail?
-How does Capote portray the
characters? (Herb Clutter, Dick
Hickock, Perry Smith, etc.)
10min Discuss as a class
the beginning of
“In Cold Blood”
Students with
IEP’s will be
allotted 5 min
of extra work
time
Discussion will
check students
comprehension of
the novel and
whether or not
students read for
homework
MAIN BODY OF THE LESSON
Key Questions:
-Describe in detail (using language
from Capote’s writing and vocabulary
words) the major characters of the
novel
15min Students will
work in small
groups to create
character profiles
for the following
characters:
Herb Clutter,
Bonnie Clutter,
Nancy Clutter,
Perry Smith,
Dick Hickock,
Stocklein Family
Students will
be able to
create their
own character
profiles
To show
understanding of
major characters

4. CLOSURE AND ASSIGNMENTS
How will you end the lesson?
(Summarize, review, transition)
Where appropriate, describe work that
will be assigned to students outside of
the classroom.
Key Questions:
-When working on the Body Biography
Project think about the following:
Placement, Color, Spine, Virtues &
Vices, Character Changes, Character
Personality, etc. (Details included in
rubric)
25min -Groups will be
called upon to
describe their
character
profile(s)
-Assign Body
Biography mini-
project
-Assign
homework
journal and have
students read
next 50 pages of
the novel
Students Body
Biography
Project will be
presented to the
class and
graded by the
teacher during
presentations
-Students
definitions will
undergo a
comprehension
and completion
check
-Journals will
be collected at
the end of the
week for
comprehension
check and
grade
To ensure student(s)
understanding of
assignments,
material, and novel
reading
Materials/Resources
Teacher Materials
Computer, white board, “In Cold Blood” novel, rubric
and guidelines for Body Biographies, dry erase
markers, pen, seating chart, character profiles
-25 students in class (run 5 extra copies)
Student Materials
“In Cold Blood” novel, binder with paper, writing
utensil, vocabulary list, journal
Learning Environment: Creating a Learning Environment to Promote Achievement
Physical Accommodations/Safety Issues
What provisions will you make to accommodate all students? Are there any safety issues for this class and/or
lesson? Students will be moving around to work in groups as part of discussion and character analysis.
Student’s s will be allowed to be rearranging their desks to promote a better learning environment. There are no
safety issues.
Management Issues
How will you manage activity transitions? Are there any student management issues to consider for this
lesson? To ensure that groups are utilizing time effectively, the teacher will meet with each group briefly (by
walking around during work time) to ensure character profiles, etc. are being completed. The teacher will also
use proximity control and other techniques.
Seating and Grouping
How will you set up the environment to facilitate learning? How will you assign groups if necessary? Students
will be permitted to choose their own groups for character profiles. Groups will be permitted to utilize
classroom space by rearranging desks, moving to the floor to work, etc. For the body biography project, the
teacher will draw student names randomly to create groups of 3-4 students.

5. Professionalism:Collaboration, Communication, Professional Responsibility, and Growth
References and relevant research: Include any texts, articles, or websites consulted in the designing of this
lesson plan. Include research that supports the content or methods of instruction within the lesson (optional).
http://www.additudemag.com/adhd/article/1664.htm
Cooperating Teacher Signature: Date:
Comments: